Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students
According to the importance of vocabulary and expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used a mixed method and the purpose of this research...
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Isfahan Branch
2023-10-01
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| Series: | Research in English Language Pedagogy |
| Subjects: | |
| Online Access: | https://relp.isfahan.iau.ir/article_706870_2e0e9f83e20c453098c675db8b8514b5.pdf |
| _version_ | 1797652182815735808 |
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| author | Mansooreh Amiridoomari |
| author_facet | Mansooreh Amiridoomari |
| author_sort | Mansooreh Amiridoomari |
| collection | DOAJ |
| description | According to the importance of vocabulary and expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used a mixed method and the purpose of this research is to investigate the effect of cognitive and metacognitive strategies on the learning of English vocabulary of junior high school students. To conduct this research, 25 students aged 13 to 15 years were selected through an English proficiency level test to ensure that students were at the same level in English skills. The students were divided into two experimental and control groups, and a pre-test was done. Then vocabulary was taught to the students based on cognitive and metacognitive strategies, and finally, a post-test was taken from them and Karami's questionnaire (2002) was given to them. Finally, to investigate the performance of the two groups and the effect of training based on cognitive and metacognitive strategies, independent sample t-test, ANOVA, and paired samples t-test was used. The most important finding of this research is that cognitive and metacognitive strategies have been effective in English vocabulary learning of junior high school students, and they use cognitive strategies more than metacognitive strategies to learn English vocabulary. |
| first_indexed | 2024-03-11T16:26:23Z |
| format | Article |
| id | doaj.art-a3ff5d4240ee469b96fa4c1fd4fcf0c4 |
| institution | Directory Open Access Journal |
| issn | 2588-3259 2538-4244 |
| language | English |
| last_indexed | 2024-03-11T16:26:23Z |
| publishDate | 2023-10-01 |
| publisher | Islamic Azad University, Isfahan Branch |
| record_format | Article |
| series | Research in English Language Pedagogy |
| spelling | doaj.art-a3ff5d4240ee469b96fa4c1fd4fcf0c42023-10-24T10:38:31ZengIslamic Azad University, Isfahan BranchResearch in English Language Pedagogy2588-32592538-42442023-10-0111466268010.30486/relp.2023.1988198.1467706870Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior StudentsMansooreh Amiridoomari0Department of English Literature and Language, Faculty of Humanities, Qom, IranAccording to the importance of vocabulary and expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used a mixed method and the purpose of this research is to investigate the effect of cognitive and metacognitive strategies on the learning of English vocabulary of junior high school students. To conduct this research, 25 students aged 13 to 15 years were selected through an English proficiency level test to ensure that students were at the same level in English skills. The students were divided into two experimental and control groups, and a pre-test was done. Then vocabulary was taught to the students based on cognitive and metacognitive strategies, and finally, a post-test was taken from them and Karami's questionnaire (2002) was given to them. Finally, to investigate the performance of the two groups and the effect of training based on cognitive and metacognitive strategies, independent sample t-test, ANOVA, and paired samples t-test was used. The most important finding of this research is that cognitive and metacognitive strategies have been effective in English vocabulary learning of junior high school students, and they use cognitive strategies more than metacognitive strategies to learn English vocabulary.https://relp.isfahan.iau.ir/article_706870_2e0e9f83e20c453098c675db8b8514b5.pdfcognitive strategiesenglishjuniorlanguagemetacognitive strategiesstudentsvocabulary |
| spellingShingle | Mansooreh Amiridoomari Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students Research in English Language Pedagogy cognitive strategies english junior language metacognitive strategies students vocabulary |
| title | Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students |
| title_full | Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students |
| title_fullStr | Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students |
| title_full_unstemmed | Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students |
| title_short | Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students |
| title_sort | impacts of cognitive and metacognitive strategies on vocabulary learning in junior students |
| topic | cognitive strategies english junior language metacognitive strategies students vocabulary |
| url | https://relp.isfahan.iau.ir/article_706870_2e0e9f83e20c453098c675db8b8514b5.pdf |
| work_keys_str_mv | AT mansoorehamiridoomari impactsofcognitiveandmetacognitivestrategiesonvocabularylearninginjuniorstudents |